Morning Reflection Pull out your responses to yesterdays prompt - - PowerPoint PPT Presentation

Morning Reflection

Pull out your responses to yesterday’s prompt

• What was your main takeaway from service yesterday?
• What did you learn as a community member?
• What did you learn as an instructor?

What is the DEAL model?

• DESCRIBE objectively
• EXAMINE
• Personal growth
• Civic learning
• Academic enhancement
• ARTICULATE LEARNING

What is positionality?

Continuum dialogue

<- comfortable --------------------------------------------------------------- not comfortable ->

Reflecting on role as instructor

• Positionality & vulnerability
• Discomfort versus bias

Reflecting on role as instructor

• Positionality & vulnerability
• Discomfort versus bias
• What are you teaching? What is the lens taken in that class, and how

will this frame the discussion mode?

Reflecting on role as instructor

• Positionality & vulnerability
• Discomfort versus bias
• What are you teaching? What is the lens taken in that class, and how

will this frame the discussion mode?

• What is reciprocity?

Practicing your role as the instructor

• Get in a group of folks who went to the same service opportunity as

you

• Recall Larivee's levels of reflection that we discussed yesterday
• Based on the class you're teaching this year, what kinds of questions

could you ask your students about the service you did yesterday?

Larivee’s levels of reflection

1. Pre-reflection: teacher interprets classroom situations without thoughtful connection to

• ther events or circumstances; is reactive, believing that situational contingencies are

beyond the teacher’s control; beliefs and positions about teaching practices are generalized and not supported with evidence from experience, theory, or research 2. Surface reflection: the teacher’s examination of teaching methods is confined to tactical issues concerning how best to achieve predefined objectives and standards; beliefs and positions about teaching practices are supported with evidence from experience, not theory or research 3. Pedagogical reflection: the teacher is constantly thinking about how teaching practices are affecting students’ learning and how to enhance learning experiences; the teacher’s goal is continuously improving practice and reaching all students; reflection is guided by a pedagogical conceptual framework; beliefs and positions about teaching are specific and supported by evidence from experience, as well as being grounded in theory or research 4. Critical reflection: the teacher is engaged in ongoing reflection and critical inquiry concerning teaching actions as well as thinking processes; the teacher consciously considers how personal beliefs and values, assumptions, family imprinting, and cultural conditioning may impact on students; teacher is concerned with promoting democratic ideals and weighs the ethical and social implications of classroom practices

Barbara Larrivee (2008) Development of a tool to assess teachers’ level of reflective practice, Reflective Practice, 9:3, 341-360.

Closing CAT

• What have you learned about reflection that you will use in your

class?

• What modes of reflection worked well for you here? How did they

serve different purposes, and what were you drawn to?